Is used as a strategy that refers to all technology-enabled assessment tasks where the design, performance, and feedback must be mediated by technologies. The design includes the definition of competences to be assessed, as well as instructions about the task to be completed, including the use of electronic devices for its accomplishment. In this context the student performance must be completed using digital technologies and requiring the students to participate in technologically mediated activities (such as e-portfolios, digital reports, digital forums, etc.) either on a personal computer, on the webWeb, or using the webWeb as a resource, or on any other electronic device (tablets, cell phones, digital cameras, etc.). The feedback component includes not only the professors comments but also the student´s self and peer assessment.
Published in Chapter:
A Conceptual Framework for E-Assessment in Higher Education: Authenticity, Consistency, Transparency, and Practicability
Luís Tinoca (University of Lisbon, Portugal), Alda Pereira (Universidade Aberta, Portugal), and Isolina Oliveira (Universidade Aberta, Portugal)
Copyright: © 2014
|Pages: 22
DOI: 10.4018/978-1-4666-4458-8.ch033
Abstract
The assessment of competences requires an approach where knowledge, abilities, and attitudes are integrated, naturally implying the resource to a variety of assessment strategies. Within this context, we have seen the emergence of what has been called by several authors, the Assessment Culture. Furthermore, Higher Education e-learning environments have also promoted the use of new e-assessment strategies. Therefore, it is important to reconsider the concept of quality assessment in Higher Education online contexts, and particularly how to develop it in the present learning landscapes. In this chapter, the authors present a new conceptual framework for digital assessment in Higher Education supported by four dimensions—authenticity, consistency, transparency, and practicability—each composed by a set of criteria, aimed at promoting the quality of the assessment strategies being used. This framework was developed based on the expansion of the concept of validity supported by edumetric qualities.